From its earliest days, an important goal of Horizons at Greens Farms Academy has been to build a true partnership between GFA and Bridgeport public schools, empowering both communities with life-changing gifts for the next generation. Students impacted by educational inequities in Bridgeport public schools benefit by developing “strong academic, social-emotional skills, and the motivation to succeed in school and pursue a rewarding future.” But the other side of the equation (less loudly celebrated) is also greatly valued—the ability to cultivate in GFA students a passion for addressing socioeconomic disparity through service to the surrounding community.
“When Peter Esty was first approached by the Kreitlers about starting a Horizons Program at GFA, he was confident the school would be able to enrich the lives of Bridgeport students, but he also believed the partnership would have a powerful impact on GFA students,” founding HGFA board member Nan Ruben recalls. One of the first questions parents considering GFA often asked was ‘What opportunities do you offer students for meaningful community service?’ While Sue Wilchinsky laid the groundwork for partnerships with countless local organizations over the years, Horizons was the first mutual partnership, built on the concept of engaging together with a shared mission for years to come.
Horizons GFA is committed to fostering “a culture of diversity, equity, inclusion, and belonging in our community,” HGFA executive director Christina Whittaker states. “We do that through a respectful partnership between our families, our staff, and GFA that enriches all community members and engages our student body in a meaningful and holistic learning experience”—creating an environment where both Horizons and GFA students can interact with role models and mentors with a broad array of backgrounds and experiences.
The HGFA Club Emerges
In the fall of 2019, a small group of upper school students (including Quinten Amone, Laci Raveis, and Andrew) came together to form the HGFA Club and enlisted 81 students to join—some of whom were already volunteers in the Saturday and Summer Academies and others who had not been able to make a steady commitment due to sports, jobs, or other activities.
Early on, they established two signature events—the Fall Festival and the Reading Celebration. Andrew Roth was a great champion of the HGFA Club from the beginning, committing his time, energy, and passion and rallying his peers to get involved.
Andrew has been an invaluable asset in the classroom and across the HGFA community,” HGFA teacher Mike Pavlis notes. “At a young age, Andrew genuinely understood Horizons’ goals. From the moment buses arrive through the goodbye wave, Andrew sees every moment as an opportunity to develop relationships with students. His unbounding energy keep students feeling not only joyful, but safe enough to take the academic risks necessary to grow in just six weeks.”
“Andrew has not only served as a great role model for younger HGFA students, but also for his peers at GFA,” Mike adds. “Since he began volunteering, a steady stream of GFA volunteers have followed his example. They see our six weeks together as much more than a summer job–and I attribute that devotion and positive attitude to leaders like Andrew.”
A well deserved honor for an unsuspecting volunteer
Andrew’s response when he learned he would be receiving the Next Generation Leadership Award was “Why me?” This may not surprise those who know him any more than the fact that he was chosen for the award. But as Nan (who is also Andrew’s grandmother) recalls, “Andrew actually disliked school from the time he was a young boy attending school in Shanghai, China. Like many children, he couldn’t sit still and couldn’t see the connection between what happened in the classroom and what he wanted to do when he grew up.”
In his final year of middle school at GFA, Andrew was required to present a speech to his peers—a rite of passage that is both daunting and exhilarating for most eighth graders. He shared how soccer had been a way of connecting with others throughout his growing up, and that, although he wasn’t certain what he wanted to do in life, he always knew that he wanted to help people. Soon after, he began volunteering with Horizons and training to become an EMT in Wilton, both of which deepened his love for helping people even more.
That conviction became a motivating force throughout high school. Still, he was unsure about going to college, doubting his ability to take full advantage of the opportunity. Then, en route to visit a relative in Florida, he announced “I know what I want to do—enlist in the Air Force Pararescuemen program” (a program that trains specialists in personnel recovery and combat search and rescue who are known for their emergency medical capabilities). Their motto, “These Things We Do, That Others May Live,” resonated with him deeply.
A future goal made real
“Needless to say, surprise doesn’t adequately describe my reaction,” Nan admits. However, knowing Andrew’s experience with Horizons and Wilton EMT, as well as leadership on the soccer team and in the orchestra, she also recognized that “his energy and sense of purpose came from working on teams—helping others and appreciating how they helped him.”
“Given our family’s commitment to academics in a traditional sense, this took some regrouping for all of us,” Kate Roth (Andrew’s mom) explains, “but we took a deep breath and went in 100% to support his journey, figuring out next steps that could work for him.” They started with a visit to the military recruiter’s office in Bridgeport, where (due to his test scores and outstanding achievements) he was advised to apply to the military academies instead of enlisting in the service right out of high school.
He was invited to eligible candidate tours at both West Point and the Air Force Academy. While he believed both choices would “make me be my best self,” he chose the Air Force for the opportunities it would give him after graduation. “Since he’s been at the US Air Force Academy (June 2024), he continues to learn about incredible opportunities to help others through his leadership training,” Nan notes. May Live,” resonated with him deeply.
And a gift for teaching
Taking physics and chemistry working toward his bachelor in science degree, Andrew feels a new connection to what he’s learning and his ability to put it to good use after school. Not long ago, he told his mom (who has a doctorate in education and has worked as a teacher and curriculum/writing specialist throughout her career), “I might really like to be a teacher.”
“He really loves teaching, and the reason he knows that is because of working with Horizons teachers Jess Gersh (now Wylie) and Michael Pavlis,” Nan affirms. “As a student teacher, his humility and desire to grow is obvious,” Mike shares. “He not only accepts honest feedback, but seeks it out. Whether leading a number talk or Playworks activity, Andrew takes his responsibilities incredibly seriously, preparing and implementing feedback immediately.”
